Why You Shouldn’t Just Rely on IEP Goal Banks
When it comes to writing IEP goals, it can be tempting to pull a goal straight from a goal bank. After all, these pre-written goals are convenient, readily available, and cover a variety of skills.
However, relying solely on an IEP goal bank can lead to generic, ineffective goals that may not truly support a student’s progress. Here’s why you should be cautious about using goal banks and how to ensure your goals are meaningful and defensible.
1. IEP Goals Should Be Individualized
The “I” in IEP stands for individualized. A goal bank cannot capture each student's unique strengths, challenges, and learning styles. While a goal bank may offer a helpful starting point, it should never replace a well-thought-out goal tailored to a student’s specific needs.
Instead: Use the goal bank as inspiration, but adjust the language, criteria, and supports to ensure alignment with the student’s present levels of performance and long-term educational objectives.
2. Pre-Written Goals May Not Align with Data
IEP goals should be data-driven and based on a student’s current performance levels, assessment results, and observed needs. A goal bank cannot account for the student’s baseline skills, making it difficult to set realistic and measurable goals.
Instead: Start by collecting data on the student’s current skills and use that data to craft an ambitious and attainable goal.
3. Lack of Functional Relevance
Many IEP goal banks provide overly generic or academic-focused goals that may not address a student’s real-world needs. For students with intensive needs, functional goals—such as communication, social skills, and life skills—may be just as important as academic goals.
Instead: Consider how the targeted skill will impact the student’s ability to access their education and daily life, then write a goal that supports meaningful progress in those areas.
4. Pre-Made Goals May Not Meet Legal Requirements
A defensible IEP goal must be measurable, specific, and aligned with the student’s needs. Many goal banks use vague or broad language that can make it challenging to track progress and defend the goal in case of a dispute.
Instead: Ensure that every goal includes clear criteria for mastery, methods for measurement, and a defined timeframe. Ask yourself: Can I clearly explain how progress will be measured? If the answer is no, the goal needs revision.
5. IEP Goals Should Be Collaborative
Effective IEP goals are developed in collaboration with the entire IEP team, including parents, special education teachers, general education teachers, therapists, and the student. Using a goal bank without input from the team can result in goals that do not fully support the student’s needs across environments.
Instead: Engage the IEP team in meaningful discussions about the student’s strengths and needs before drafting goals. Goals are more likely to be appropriate and achievable when all stakeholders contribute.
IEP goal banks can be helpful, but they should never replace the critical thinking and individualization required to write strong, defensible goals. The best IEPs are tailored, data-driven, and designed to meet the unique needs of each student. By taking the time to craft well-written, student-centered goals, you help ensure meaningful progress and a legally sound IEP.
Want to ensure your IEP goals are defensible and truly individualized? Download my free guide to writing effective IEP goals that support student success! Contact Nicolette Lesniak at hello@nicolettelesniak.com if you need more support writing defensible IEPS.
